1,940
edits
Changes
Jump to navigation
Jump to search
mLine 18:
Line 18: + + Line 61:
Line 63: + + + + + + + + + Line 71:
Line 82: −
TE year1sourcebook/Topics of Study in the Unit (view source)
Revision as of 11:09, 10 April 2017
, 11:09, 10 April 2017→Understanding ICT – a brief history
suggests that younger people are quicker to pick up a technology than older people. Hence this course may require the student teacher to help the teacher educators to acquire some of the skills covered and support 'collaborative learning amongst student teachers and teacher educators! On the other hand, the experience and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm. One point to note is that, one technology does not replace the earlier one, rather the earlier technologies tend to continue, thus creating a richer environment of multiple ICTs.
suggests that younger people are quicker to pick up a technology than older people. Hence this course may require the student teacher to help the teacher educators to acquire some of the skills covered and support 'collaborative learning amongst student teachers and teacher educators! On the other hand, the experience and insights of teacher educators can help student teachers to develop a critical perspective towards digital ICTs, which is essential, since digital ICTs have huge potential for doing good as well as harm. One point to note is that, one technology does not replace the earlier one, rather the earlier technologies tend to continue, thus creating a richer environment of multiple ICTs.
==== History of ICT ====
{| class="wikitable"
{| class="wikitable"
|'''Knowledge model / Basis'''
|'''Knowledge model / Basis'''
|Information spreads fast and wide<sup>1</sup>. Much easier construction and much Wider possibilities – text, audio, video
|Information spreads fast and wide<sup>1</sup>. Much easier construction and much Wider possibilities – text, audio, video
|}
|}
==== Huge impact of ICT (digital ICT) ====
If you look around you, you can make a big list of things that have digital technologies involved in them! Starting from the computers in your lab, television, movies, videos and other materials for subject learning, mobile communication, Aadhar card, land records, bank accounts, pension accounts and so many more things, ICT have become integrated into society in many ways.
===== '''ICT can help connect and communicate''' =====
The internet, a product of digital ICT, has changed the way we think of communicating. Talking to a friend through whatsapp or telegram chats, emailing or making a video call are just some of the ways in which the internet has changed the way we communicate with others. With the internet, you can connect to any computer in the world and access information. You can join other friends, form groups to learn about many things. Internet is also allowing new methods of learning through online courses and resource repositories. Unit 1 will help you learn how you can use ICT to connect and learn.
===== '''ICT can help create''' =====
You can use ICT to create information in different formats - maps, audio, video, text, numeric data. How we learn and what is to be learnt have changed. For example, we no longer need to learn about a cash withdrawal slip, we need to know how to use the ATM. In this program, you are listening to class talks to deepen your understanding on many issues, across subjects. In Unit 2, you will learn how you can use ICT to create resources, organise these in your own personal digital library, and learn.
===Familiarisation and basic troubleshooting with the ICT infrastructure and various devices===
===Familiarisation and basic troubleshooting with the ICT infrastructure and various devices===
=== ICT for self learning ===
=== ICT for self learning ===
[[Category:TE year 1 source book]]
[[Category:TE year 1 source book]]